1. Partnerships between institutions: competition, collaboration and issues to consider for admissions 4b. UCAS Admissions Conference, 22 March Janet Graham, Director of SPA Antony Bounds, Head of Student Admissions, University of Northampton Graeme Slater, Admissions Manager, UCFB

2. What is SPA?
Set up in 2006 following the Schwartz Report Fair Admissions to Higher Education: Recommendations for Good Practice 2004.
‘The Group recommends the creation of a central source of expertise and advice on admissions issues. Its purpose would be to act as a resource for institutions who wish to maintain and enhance excellence in admissions. Such a centre could lead the continuing development of fair admissions, evaluating and commissioning research, and spreading best practice.’
SPA is the objective and independent voice on fair admissions to higher education, that offers advice and good practice to HEPs generally free at the point of use.

3. What is fair admissions?
Contextualised Admissions for UHI
10/07/2014
What is fair admissions?
Be transparent.
Enable institutions to select students who are able to complete the course as judged by their achievements and their potential.
Strive to use assessment methods that are reliable and valid.
Seek to minimise barriers to applicants.
Be professional in every respect and underpinned by appropriate institutional structures and processes.
‘Equal opportunity for all individuals, regardless of background, to gain admission to a course suited to their ability and aspirations.’
The Admissions to Higher Education Steering Group was asked to develop a statement of high-level principles about admissions that all English institutions providing higher education (HE) could adopt. The Steering Group consulted on the issues relating to fair admissions in autumn 2003 and produced a series of draft recommendations for consultation in spring 2004.
SPA revisited these principles with Task and Finish Group, chair by Mary Stuart, VC, Lincoln, and now with the new NETT on fair Admissions
Some of these may be ‘hard’ quantifiable measures, while others rely on qualitative judgements. In Schwartz both legal and lay opinion placed value on the use of discretion and the assessment of applicants as individuals.
To quote from Steven Schwartz in the forward to his 2004 report
Admissions are the responsibility of universities and colleges themselves, and rightly so. Institutions should be able to set their own criteria, choose their own assessment methods, and select their own students. But it is important that everyone has confidence in the integrity of the admissions process. Access to higher education matters to many people, and so do fair admissions.
Fair Admissions to Higher Education: Recommendations for good practice 2004 (referred to as the Schwartz Report). Accessed 26 March 2012
How do HEIs select students who are able to complete the course as judged by their achievements and their potential?
holistic assessment - including
personal statement – evidence of commitment to the course and institution
reference
work and/or voluntary experience
information about predicted and achieved qualifications
contextual information
qualitative and reliable information

4. What is fair admissions?
QAA Quality Code Chapter B2 Expectation:
‘Recruitment, selection and admission policies and procedures adhere to the principles of fair admission. They are transparent, reliable, valid, inclusive and underpinned by appropriate organisational structures and processes. They support higher education providers in the selection of students who are able to complete their programme.’
‘Equal opportunity for all individuals, regardless of background, to gain admission to a course suited to their ability and aspirations.’
QAA Quality Code Part C Expectation:
‘Higher education providers produce information for their intended audiences about the learning opportunities they offer that is fit for purpose, accessible and trustworthy.’

5. What is the SPA NETT?
SPA has set up a National Expert Think Tank (NETT) to examine what is fair admissions in the new competitive landscape
26 expressions of interest and 11 HE professionals on the NETT, mainly admissions, external relations and WP plus an academic and PVC, from HEPs from all parts of the sector
Four research areas:
Additional admission assessments, including specialist and professional and/or employer-led courses
Tracking and monitoring in admissions
Partnerships: competition and collaboration
Communication channels with applicants
Within each, members of the NETT will consider how HE providers can deliver fair admissions and good practice, gather case studies and develop self-evaluation tools for HE providers to demonstrate fair admissions in their own admissions policies and procedures.
We’re really keen to receive input and examples of good practice from across the sector for each of these research strands and will be in touch over the coming weeks to ask for your support and contributions.
Together with SPA the group will receive, analyse and synthesise all of the research at a three-day residential in April.

6. Key questions
Who is responsible for ensuring that fair admissions processes are maintained between partner institutions?
What role should admissions processes play in setting up a new partnership?
Should admissions processes be regularly audited by validating institutions?
What are the CMA, QAA and UKVI implications for partnerships?
How might working in partnership be a risk to fair admissions? How do we work around this?

7. UCFB
Multi-campus institution based at Wembley Stadium, Turf Moor in Burnley and Manchester Etihad Campus (Sept 2016).
Two validating partners: Bucks New University & University of Northampton.
Undergraduate admissions decision-making and processing carried out by partner institutions and coordinated centrally by UCFB.
Postgraduate decision-making and processing central at UCFB.
Processes and procedures agreed in collaboration – needs of each partner taken into account.

8. University of Northampton
University status since 2005 with a wide range of professionally accredited, vocational and traditional academic programmes
Increasingly broadening range and type of partnerships – 30+ institutions, based in multiple countries
Different models of admissions – fully devolved to partners, partially devolved and wholly handled at Northampton
Partners need to adhere to Northampton policies and are fully audited on a regular basis to ensure robust processes

9. How important is admissions in deciding whether or not to start a new partnership?
What should a validating institution look for in a potential partner institution?
Should the partner institution consider the admissions processes and requirements of a potential validating institution?

10. Should validating institutions regularly audit their partner institutions admissions processes?
Should validating institutions trust their partners to maintain fair admissions?
What could be the implications for not auditing partner institutions admissions processes?

11. What are the strengths and weaknesses of managing fair admissions in partnership with other institutions?
What might be considered a ‘high risk’ area for consideration?
What examples of good practice are there?

12. Twitter: @SPA_Admissions
Thank you